best practices for teaching with technology...best practices for teaching with technology presented...
TRANSCRIPT
Best Practices for Teaching with TechnologyPresented by: Dena Novak
Senior Instructional Designer
Teaching and Learning with Technology (TLT)
Today’s Learning ObjectivesBy the end of this session, you should be able to successfully:
➢Identify the challenges of LMS-supported instruction
➢Recognize the unique needs of your students
➢Explain strategies to address the needs of your students
➢Highlight features in an LMS which can address the challenges of online and LMS-supported learning
Part one:The Technology Driven Classroom
The Technology-Driven Classroom
➢Incorporating technology impacts both learning and teaching
➢Use the change of strategy as an opportunity to re-think and re-design the course.
➢Capitalize on the features of your LMS to create an engaging learning experience.
Questions to ask yourself:
Fully Online Tech-Enhanced F2F/Hybrid
● What are my learning goals?
● What tools can I use to help students
meet my learning goals?
● How can I adapt my content and
activities to work in the online setting?
● What elements should be
synchronous? Asynchronous?
● What are my learning goals?
● What tools can I use to help students
meet my learning goals?
● How can I adapt my teaching
maximize student learning during in-
class meetings?
● What activities should happen in
class? Online?
Part two:Five Needs of Students
Need #1: Technical Guidance
➢Assume your students know nothing about navigating an LMS.
➢Compose Getting Started and Course Essentials modules with clear technical guidance and tutorials.
Bad Technical Guidance
Good Technical Guidance
Importing from Canvas Commons
➢Click the Canvas Commons icon
➢Search “TLT” in the search bar
➢Select the “Course Essentials”
module
➢ Import into your course
Need #2: Frequent Communication
➢Minimum of one e-mail per week.
➢Supply context for the coming week’s
material.
➢Include personal touches and avoid
boilerplate messages.
Bad Communication
Good Communication
Instructor Presence in Online Courses
➢Persona: This consists of the instructor’s personality, teaching style, and interests—all the characteristics that go into the students’ impression of the instructor.
https://www.facultyfocus.com/articles/online-education/creating-a-sense-of-instructor-presence-in-the-online-classroom/
➢Social: This refers to the connections instructors make with the students and those that students make with each other to build a learning community.
➢ Instructional: This is the role the instructor plays in guiding students through the learning process.
Instructor Presence in Online Courses
➢Communicate often
➢ Plan to send emails 1-2x per week, minimum
➢ Provide timely feedback
➢ Be responsive and flexible
➢Remember: you are only as present as
you make yourself!
Need #3: Organization & Guidance
➢Module Introductions help students manage their time and provide transparency.➢Provide an overview of the week with a list of assignments,
due dates, etc.
➢Include reminders about “housekeeping” items, upcoming items, etc.
➢Especially key for the fast-paced summer term!
Bad Module Layout
Good Module Layout
Need #3.5: Instructions & Expectations
➢Set clear and specific guidelines and expectations for each
assignment, including discussions.
➢Omitting this information leads to students guessing what earns a
satisfactory grade.
➢If you expect peer responses, these require specific prompts as well
Bad Discussion Prompt
Good Discussion Prompt
Need #4: Feedback
➢Students need robust, constructive, frequent, and timely
feedback.
➢Each grade should include justification and explanation, not
just a letter or number.
➢This can be achieved through rubrics, written comments, and
audio/video feedback.
Bad Feedback
Good Feedback
Need #5: Active Learning
➢Significantly improves recall of information, both short-term
and long-term (Prince, 2004)
➢Increases exam performance and decreases failure rates
when compared with traditional lecture (Freeman, 2014)
Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223-231.
http://www.ydae.purdue.edu/LCT/HBCU/documents/Does_Active_Learning_Work_A_review_of_the_research.pdf
Freeman, S., Eddy, S. L., Mcdonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics.
Proceedings of the National Academy of Sciences, 111(23), 8410-8415. http://www.pnas.org/content/111/23/8410.full.pdf
Online Classroom Technology Enhanced
Classroom
Web Conferencing
Text-based Chat
Virtual Group Workspaces
Clickers
PollEverywhere
Panopto
Both
Discussion Forums
Self-check quizzes (eg. Quizlet, LMS Quizzing)
Collaborations (Google Docs, etc.)
VoiceThread
Kaltura (instructor, student-made)
Blogs & Wikis
Active Learning Resources
➢Digital Classroom Services Active Learning Community
○ https://dcs.rutgers.edu/active-learning/community
➢Active Learning Resource Guide
○ https://dcs.rutgers.edu/active-learning/teaching-tools
Part three:Three Components of Effective Course Design
Component #1: Backwards Course Design
➢Focus: What we want students to learn to do, not what material we want to teach them.
➢Begin with the end goal and work backwards, designing material meant to achieve that end goal.
Component #2: Chunking
➢Present your material in a paced, digestible format.
➢Less is more!➢Good: Five 10-minute lectures
➢Bad: One 50-minute lecture
Component #3: Accessibility
➢ALL content must be accessible to ALL learners, regardless of disability
➢Key considerations:➢Searchable PDFs
➢Alt-text for images
➢Captions/transcripts for videos
➢Formatting is consistent, uses heading styles
➢Avoid relying on color to convey info
Accessibility Resources
➢Office of Disability Services➢https://ods.rutgers.edu/faculty
➢Rutgers Course Accessibility Guidelines➢https://oit.rutgers.edu/sites/default/files/accessibility/Rutgers-Course-
Accessibility-Guidelines.pdf
➢WebAIM➢https://webaim.org/articles/
Bonus Tip: Calculating Learning Time
Course weeks Hours per week Total course hours
15 9 135
6 22.5 135
Course weeks Hours per week Total course hours
15 12 180
6 30 180
3-Credit
Course
4-Credit
Course
1. Accrediting Commission of the Distance Education and Training Council: http://www.deac.org/UploadedDocuments/Critical- Documents/H.%2013.%20Determining%20Credit%20Hours.doc
2. Rochester Institute of Technology: https://www.rit.edu/academicaffairs/tls/course-design/online-courses/time-task
3. Charleston Southern University: http://www.csuniv.edu/facultyandstaff/curriculmcommittee/determiningcredithours_onlin e_courses.pdf
Bonus Tip: Calculating Learning TimeActivity Duration Examples
Readings 2-3 minutes/page 20-30 pages = 1 hour
Video Lectures 20 minutes/15-min video 3 15-min videos = 1 hour
Slide Presentations (e.g., Powerpoints) 2 mins/screen 20-30 slides = 1 hour
Discussion Forum Posts (Original Post
+ Responses to 3 Classmates’ Posts
+
Responses to Responses)
1-2 hours Original Post + Responses to
Classmates’ Posts = 2 hours
Writing Assignments 1.5 hours/page 5 page paper = 7.5 hours
Research Papers 3 hours/page 15-20 page paper = 45-60 hours
Questions?
Part four:Resources
Instructional Design & Technology Support
➢Office of Instructional Design➢[email protected]
➢Help Desk➢[email protected]
➢Additional Trainings➢https://tlt.rutgers.edu/learning-opportunities
Contact
Dena Novak
Sr. Instructional Designer
Teaching & Learning with Technology
848-445-8791